Reading readinesshas been described in various ways by reading theorists.Here are some of their descriptions:
The teachable moment for reading: a point in time when the pupil is ready to learn how to read. (Dechant 1991)
“A transition extending over several months during which time the child (student) gradually changes from a non-reader to a beginning reader. In this case the readiness program couples the (student's) past learning with new learning and brings the (student), gradually, through the transition." (Clay 1991)
For Ms. Faith,reading readinessis that period of time when a child changes from being a non-reader to a reader.
Tips for Language Development • Speak often to build vocabulary and a solid base for future communication • Talk in "parentese" (high-pitched, more animated) as babies tune into this • Laugh, sing, and play peek-a-boo • Exercise (increased physical activity is closely linked to language and cognitive development) • Have your child tell you a story • Combine cuddling, talking, playing, and exercising all at once • Ask open-ended questions (encourages dialogue and helps children feel safe)
Tips to Support Brain Development
• Encourage hands on experiences
• Repeat, repeat (children learn through repetition)
• Provide stimulation (talk, play, read every day)
• Do activities that engage (ones that include touching, talking, listening, tasting, smelling, singing, looking, and playing)
• Use variety (new experiences that challenge and enhance brain growth)
• Let your child finish sentences for you
• Ask questions about stories
• Find new words to help describe things
Non-reading Skills Needed to Learn How to Read
• Motor control and coordination (especially fine motor skills)
• Auditory discrimination
• Detecting differences in sounds of words
• Detecting words that begin with the same consonants
• Hearing first sounds in words
• Following directions
• Visual discrimination
• Recognizing shapes and sizes
• Having a healthy attention span
• Left to right progression
• Seeing relationships and seeing likeness and differences
• Exposure to reading and the written word
Six Pre-reading Skills
1. Vocabulary: knowing the names of things
2. Print Motivation: being interested in and enjoying books
3. Letter Knowledge: knowing letters are different from each other, knowing their names and sounds and recognizing letters are everywhere
4. Print Awareness: noticing print, knowing how to handle a book and knowing how to follow the words on a page
5. Phonological Awareness: being able to hear and play with the smaller sounds in words
6. Narrative Skills: being able to describe things and events and tell stories
(borrowed from "Tips & Resources" on the APL Ready to Read Website)
Tips for Helping New Readers (most children in kindergarten and first grade)
• Play with rhymes (rhymes, poems, songs)
• Create stories (have the new reader make up stories for pictures, picture books)
• Practice the alphabet
• Listen to them read
• Read together every day
- The teachable moment for reading: a point in time when the pupil is ready to learn how to read. (Dechant 1991)
- “A transition extending over several months during which time the child (student) gradually changes from a non-reader to a beginning reader. In this case the readiness program couples the (student's) past learning with new learning and brings the (student), gradually, through the transition." (Clay 1991)
(D.P.Matthews, What is Reading Readiness? @ http://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsReadingReadiness.htm )For Ms. Faith, reading readiness is that period of time when a child changes from being a non-reader to a reader.
Tips for Language Development
• Speak often to build vocabulary and a solid base for future communication
• Talk in "parentese" (high-pitched, more animated) as babies tune into this
• Laugh, sing, and play peek-a-boo
• Exercise (increased physical activity is closely linked to language and cognitive development)
• Have your child tell you a story
• Combine cuddling, talking, playing, and exercising all at once
• Ask open-ended questions (encourages dialogue and helps children feel safe)
Tips to Support Brain Development
• Encourage hands on experiences• Repeat, repeat (children learn through repetition)
• Provide stimulation (talk, play, read every day)
• Do activities that engage (ones that include touching, talking, listening, tasting, smelling, singing, looking, and playing)
• Use variety (new experiences that challenge and enhance brain growth)
• Let your child finish sentences for you
• Ask questions about stories
• Find new words to help describe things
Non-reading Skills Needed to Learn How to Read
• Motor control and coordination (especially fine motor skills)• Auditory discrimination
• Detecting differences in sounds of words
• Detecting words that begin with the same consonants
• Hearing first sounds in words
• Following directions
• Visual discrimination
• Recognizing shapes and sizes
• Having a healthy attention span
• Left to right progression
• Seeing relationships and seeing likeness and differences
• Exposure to reading and the written word
Six Pre-reading Skills
1. Vocabulary: knowing the names of things2. Print Motivation: being interested in and enjoying books
3. Letter Knowledge: knowing letters are different from each other, knowing their names and sounds and recognizing letters are everywhere
4. Print Awareness: noticing print, knowing how to handle a book and knowing how to follow the words on a page
5. Phonological Awareness: being able to hear and play with the smaller sounds in words
6. Narrative Skills: being able to describe things and events and tell stories
(borrowed from "Tips & Resources" on the APL Ready to Read Website)
Tips for Helping New Readers (most children in kindergarten and first grade)
• Play with rhymes (rhymes, poems, songs)• Create stories (have the new reader make up stories for pictures, picture books)
• Practice the alphabet
• Listen to them read
• Read together every day
HELPFUL WEBSITES
Anchorage Public Library
Ready to Read Resource Center
WIC Reading Readiness Resource System
WIC Healthy Children Ready to Read Bookmark Order Form